Neurodevelopment

By Linda Kane 2006

The Neurodevelopmental Approach is like no other approach to human development. It is unique in its approach of looking at the whole individual, not the separate pieces. Taking the individual pieces and understanding of how they interrelate will greatly enhance what you do as you work with your child.

The potential of any individual is based upon the opportunities presented them. If appropriate, specific opportunities are presented, there will be greater outcomes. If opportunities are not offered, often due to the limitations set forth by the self fulfilling prophecy of a “label”, less will be achieved.

Down syndrome is a label and you have to reach beyond the expectations of that label. The paradigm for Down syndrome was primarily determined over a century ago by Dr. J. Langdon Down.

Linda Kane, Certified Neurodevelopmentalist

The Neurodevelopmental Approach is like no other approach to human development. It is unique in its way of looking at the whole individual, not the separate pieces. Taking the individual pieces and understanding how they interrelate so you can look at the whole individual will greatly enhance what you do as you work with your child.

In our work as Neurodevelopmentalists we are often asked questions regarding the effectiveness or usefulness of attempting to implement an individualized program with clients in their late teens, early adulthood, or even later adulthood.  This article is to address those questions and concerns.

By Kay Ness, 2000

Introduction

There is much hope for the child with developmental delays. This hope lies in the very nature of the brain and the central nervous system. A review of scientific literature reveals that the human brain displays plasticity, meaning that with specific stimulation, function, structure and even chemistry of the brain and central nervous system changes when impacted specifically by stimulation. This tells us that human function, which is controlled by the central nervous system and more specifically the brain, is changeable. If we can evaluate what is causing problems in development and if we are wise enough to find the specific stimulation that can impact that development, we can accelerate the development and help improve function.

By Cyndi Ringcen B.A., B.S.    copyright 1999

There is a small, but consistent and significant, portion of the children with Down Syndrome who also become labeled as autistic. Once parents have come to terms with the diagnosis of Down syndrome and all it entails, the addition of yet another label, another set of obstacles, often becomes overwhelming. In this article I hope to provide families with: demystifying information regarding the label of `autistic'; proactive observation techniques to detect autistic-like or sensory behaviors; and practical ideas for eliminating the behaviors.

By Marilee Nicoll Coots, B.A. and Cyndi Ringoen, B.S., B.A., Neurodevelopmentalists. Copyright, 2001

Sensory play, self-stimulating behavior, or “stimming” are all terms used to describe a group of behaviors seen in many delayed children. It is repetitive, it often appears compulsive, and it can occur using any of the senses. Parents usually describe it as something that doesn’t seem quite right.

By Cyndi Ringoen, Linda Kane, Kay Ness

The first purpose of this paper is to give you hope for a bright future for your child with Down Syndrome. A diagnosis of Down Syndrome typically comes with specific lists of what to expect and what the future holds. Don't believe them. What the future holds is not something that is predetermined or preset. Future abilities are based upon the opportunities that are presented to the individual specific to his needs. Far too often, learning opportunities are not given to a child when the diagnosis gives such dismal predictions. As the parent or relative of a child with Down Syndrome, you have already heard the negatives: slow development, language impairment, mental retardation and possible health problems. You know that the cause is a genetic anomaly, either trisomy 21, translocation or mosaicism. You have been recommended to put the child in special services with early intervention. You have been told to lower your expectations for this precious child. You do not have to settle for this dismal future vision for your child. With the proper intervention, the future can be very bright and promising for your child.